Wright Robinson College

Wright Robinson College

Address: Abbey Hey Lane, Gorton, Manchester, M18 8RL Unique reference number (URN): 146239

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Exceptional

Pupils’ high levels of attendance have been sustained over time. Disadvantaged pupils’ attendance is noteworthy as it is consistently above that of non-disadvantaged pupils nationally. Pupils’ deep sense of belonging and leaders’ tenacious approach to removing barriers mean that pupils want to be in school every day and demonstrate how much they value their education. There are some pupils who have struggled to attend regularly in other settings. Staff turn that around. Meticulous analysis of attendance patterns and judicious use of strategies, including emotional coaching and outreach support, help these pupils to attend more regularly.

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Attendance and behaviour Exceptional

Pupils behave in an exemplary fashion. This is not by chance. Leaders have a meticulous approach to teaching pupils how to behave, which extends well beyond the school gate. For instance, pupils are taught how to use public transport appropriately and how to conduct themselves responsibly in the community. A small number of pupils who find it more difficult to meet leaders’ high expectations of their behaviour receive expertly tailored and impactful support. Rigorous evaluation of behaviour data, early intervention, and staff who are unwaveringly ambitious for pupils ensure that all pupils, including those known to social care, thrive. Staff apply the school’s behaviour policy with consistency and expertise. Pupils are rightly confident that any bullying will be dealt with swiftly and decisively.

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Inclusion Exceptional

Leaders’ meticulous work to identify and remove pupils’ barriers to learning and wellbeing ensures that all pupils, regardless of need or disadvantage, flourish. A culture of exceedingly high expectations is readily embraced by pupils. They understand that there are no excuses; only opportunities to improve.

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Inclusion Exceptional

Inclusion is extensive, impactful and securely embedded for all, including pupils new to the country, those known to social care and pupils with special educational needs and/or disabilities. A carefully designed curriculum for pupils who speak English as an additional language enables them to rapidly acquire the language needed to access learning and feel a strong sense of belonging. Many progress to leadership roles such as prefects.

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Inclusion Exceptional

A further facet is leaders’ robust systems for tracking and refining the impact of any adaptations and support that pupils receive. This spans behaviour, safeguarding, mental health, wellbeing and learning. With notable tenacity, staff remove barriers so that pupils achieve impressively and their life chances improve.

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Inclusion Exceptional

The majority of pupils are disadvantaged and benefit from leaders’ astute use of additional funding which enables them to access tutoring and to participate in the Duke of Edinburgh’s Award scheme. For many, their experience at the school is genuinely life changing.

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Achievement Strong standard

Leaders’ success at removing any barriers to pupils’ learning means that pupils make impressive progress from their starting points. This is reflected in the above-average progress that disadvantaged pupils consistently make in key stage 4 examinations.

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Achievement Strong standard

Leaders pay careful attention to identifying and remedying gaps in pupils’ literacy and numeracy knowledge. This allows pupils to acquire the skills and knowledge that help them to access the rest of the curriculum successfully.

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Achievement Strong standard

Across the curriculum, pupils produce high-quality work that demonstrates the sophisticated understanding that they have of each subject. Over time, pupils’ attainment is above average in national examinations at the end of key stage 4.

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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities, are consistently well prepared for their next and suitably ambitious stages of their education, employment or training.

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Curriculum and teaching Strong standard

Leaders’ expectations of what pupils can achieve are remarkably high. To this end, most pupils study the English Baccalaureate suite of subjects. Pupils benefit from a high-quality, broad and ambitious curriculum that is expertly designed to help pupils to build deep knowledge over time. The school’s professional development programme equips teachers with expert knowledge of the subjects that they teach. They are well versed in adaptive teaching and make discreet adaptations to support pupils with special educational needs and/or disabilities in their classes. Consequently, pupils do not struggle to access learning because any barriers are successfully removed.

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Curriculum and teaching Strong standard

Classroom routines and the school’s agreed teaching approaches are firmly embedded. Teachers consistently choose appropriate activities, clearly linked to the curriculum aims, that allow pupils to consolidate their understanding highly effectively. Timely and well-chosen checks on pupils’ understanding allow any misconceptions to be corrected quickly.

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Curriculum and teaching Strong standard

Across the curriculum, teachers consistently focus on providing opportunities for pupils to further develop their oracy skills. Leaders ensure that any gaps in pupils’ basic knowledge of reading and mathematics are resolved swiftly. In particular, pupils who struggle with reading are expertly supported to become more confident and fluent readers.

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Leadership and governance Strong standard

Leaders’ vision of excellence and clear moral purpose permeates each aspect of the school’s work. There is no room for complacency and there is no tolerance for excuses. Leaders are tenacious and relentless in their drive to put pupils’ interests first. In turn, their carefully crafted strategies, built on a highly inclusive culture, mean that pupils, especially those who are disadvantaged and those with special educational needs and/or disabilities, thrive.

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Leadership and governance Strong standard

Leaders’ rigorous systems for monitoring all aspects of their work, alongside their meticulous analysis of what is working well and where practice can be strengthened, allow them to identify any areas for refinement and act swiftly. Those responsible for governance perform their roles with diligence and hold leaders to account effectively.

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Leadership and governance Strong standard

Staff are overwhelmingly happy. They talk effusively of the pride they feel in belonging to ‘Team Wright Robinson’. Staff, including teachers early in their careers, benefit from a comprehensive programme of professional development which further sharpens their knowledge and skills. For example, each member of staff is given time to conduct educational research to deepen their understanding of how best to support pupils who face barriers to learning.

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Leadership and governance Strong standard

Leaders work alongside leaders of other schools and offer support when appropriate. For instance, they share their expertise around securing high attendance and creating inclusive cultures, contributing positively to the wider educational community.

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Personal development and wellbeing Strong standard

In every corridor, celebrations of pupils’ achievements testify to the culture of success that has been established. These include a trophy wall, photographs of past and present performing arts productions and exquisite examples of pupils’ work.

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Personal development and wellbeing Strong standard

The school’s ‘my mind, my body’ programme helps to foster positive wellbeing habits for pupils and impacts tremendously on pupils’ physical and mental wellbeing. Pupils can distinguish the difference between nervousness and anxiety. They are highly resilient. Pupils are empathetic and kind to one another. Staff’s extensive work to develop pupils’ character, coupled with the plethora of opportunities on offer, opens many doors for pupils.

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Personal development and wellbeing Strong standard

Pupils are spoilt for choice by the vast range of extra-curricular activities on offer, from soul band, public speaking, numeracy bingo and photography to basketball, swimming and fitness. These activities not only help pupils to develop new skills or passions but also enable them to mix with a wider range of peers and learn the value of commitment. An abundance of leadership roles allows pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, to represent their peers with pride.

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Personal development and wellbeing Strong standard

Leaders provide a thoughtfully crafted curriculum for personal, social and health education. Pupils’ deep understanding of healthy relationships, online safety and knife crime help them to stay safe. They understand the values on which the country is built. The vibrant culture day, established by pupils, is a joyful celebration of different cultures in the school.

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What it's like to be a pupil at this school

Pupils are overwhelmingly proud to attend this school. They are exceedingly happy and feel privileged to be part of ‘Team Wright Robinson’. Each pupil finds their place here, whether they are new to the country or have special educational needs and/or disabilities. Leaders help pupils to find their strengths and to excel. For instance, pupils can play sport at a highly competitive level, or they can engage in one of the ‘let’s play’ programmes to develop a love of physical activity to keep their minds and bodies healthy. Leaders, staff and, in turn, pupils, have built an abundantly welcoming community that is highly regarded in the local area.

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What it's like to be a pupil at this school

Pupils blossom because of the highly effective support that is given to them. They are safe and well cared for by staff. They learn to be kind, polite and respectful. There is no place for bullying or discrimination. This helps to create an environment where pupils can flourish. As a result, pupils are strikingly confident. They believe in themselves and what they can achieve. They are quietly self-assured and determined to do their best. Propelled by leaders’ high expectations of them, pupils are very well prepared to take up their place in modern Britain. They are remarkably well equipped to succeed. Leadership opportunities abound and pupils grab them hungrily. For example, there are travel ambassadors, library leads, wellbeing champions and attendance ambassadors. Prefects and the student executive leadership team act as excellent role models for younger pupils.

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What it's like to be a pupil at this school

Pupils behave in an exemplary manner both in lessons and around the school site. They are focused on their learning and attentive to teachers and act appropriately. This creates an atmosphere that is highly conducive to learning. Pupils achieve highly across the curriculum. This includes disadvantaged pupils, who attain above the national average of their peers in key stage 4 examinations.

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Next steps

Leaders should sustain the effectiveness of their work to further refine the quality of teaching, including in citizenship and personal, social, health and economic education, to continue to enhance the impact that this has on pupils’ learning.

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About this inspection

This school is part The Flagship Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Martin Haworth, and overseen by a board of trustees, chaired by Joe Larrigan.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, staff, a representative of the local authority, representatives of the board of trustees, including the chair of trustees, and the virtual headteacher during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved

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Team inspectors:

Sally Kenyon, Ofsted Inspector Stephanie Gill, Ofsted Inspector Kelly Leonard, Ofsted Inspector Andy Burton, Ofsted Inspector Zoe Enser, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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1,800

technical education qualifications and apprenticeships.

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1,800

The inspectors confirmed the following information about the school:

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1,800

The school makes use of one registered alternative provision.

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1,800

Executive headteacher: Martin Haworth Well above average

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 46.8% 45.4% Close to average

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national average

2023/24 (final) 53.9% 45.9% Close to average

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national average

2022/23 (final) 50.8% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 49.1 46.0 Close to average

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national average

2022/23 (final) 50.6 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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